Pets Unit Games for Elementary ELL

 This resource is included in the Pets Unit for Elementary ELL -Starters. Use these to give your K-2 English students a variety of activities to engage them.

LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

The games will boost your students’ confidence in their English language skills. They will participate with knowledge of the language and take risks at playing with their peers. Games provide a place to motivate speaking expanding your students' linguistic competence.

The pet unit board game can be adapted for the different levels of English that you have in class. Make your own rules for the game or even better have the students make new ones to make it more challenging for the more proficient students.

Print the board, cut and glue to assemble one bigger game. Glue the tips of the game board markers. There are four, so this is a game for mainly 4 students. The pet shop template is for students to place the cards they get when playing. The winner is the one with the most pets in their shops. Students can play by just recognizing the pet they land on and get the corresponding card to place in their shop. As they get more advanced, make more difficult gramma sentences, such as: I want an orange cat for my pet shop.

Playing this picture and word domino is great to use as a social interaction activity to promote socialization between your students.  It will be a matching picture and then word and so on. If you need bigger tiles let me know. I made them small in order for students to take them even outdoors or to play on their own.

Jumbled sentences games will reinforce the students with the correct understanding of the order of words in a sentence. This works towards proper grammar and syntax rules. Students’ ca moves the cards to make larger sentences or just make phrases. They can even write them down on their notebooks afterwards.

The sentence association game is great for language production as the students have to read the sentences and find the corresponding picture. They might find two pictures for one sentence and use their ability to pick the correct one. As your teaching context is unique, adapt this game as a reading activity or a listening/speaking one in which one student reads the sentence and the others find the corresponding card with the picture.

There is a set of small cards with pictures and words. It will help students memorize the new vocabulary. Use them for writing activities if you wish.

Include spelling activities for vocabulary development. This kind of activities helps into learning and remembering the new words.

After the students write the words using the cards, they can also write those on their notebooks.

 I used play Spelling Bingo a lot with my students. They really loved it. Just hand in a spelling bingo pet template to each student or group of students, so they know that these are spelling words playing. They will write five pet words on the template.

Call the words using the cards from any of the games above.

Made a guess what? Instead of a guess who? game. Give each pair of students a template with all the pets. I would suggest that you place them on a clear plastic sheet for them to write on the card and then erase easily for future use.

The students will ask each other questions bout the animal that one student selected for the other to guess: Is it green? Does it have big eyes? Is it a frog?

Check my blog for Kindergarten English Language Learners and find more resources on this unit. CLICK: https://eflpreschoolteachers.blogspot.com/2021/05/pets-unit-flashcards-for-kindergarten.html

Pets Unit Worksheets for Elementary ELL

This resource is part of the pets unit for Elementary English Languge learners-Starters. ENL teacher can find the material useful.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

The worksheets were designed with lovely visuals and fun tasks. They will capture your student’s attention and enjoy working on them.

Here is a video with all the worksheets in the resource.

Students will describe in long sentences their favorite pet that they have drawn on the worksheet. My cat has blue eyes and a small nose. Ask questions as your students show you their animal: What is it? What color is it?

Learning to use adjectives to describe pets will contribute to the student’s vocabulary expansion and gives a more varied language repertoire to use. I am focusing on long and short basically.Students will identify pets by their tails. If there is another adjective that you would like in the worksheet, let me know.

This is more of a short reading comprehension worksheet. It comes with a short text that students will read and comprehend in order to complete the task. Students will answer to the question: What color is it?

Here is another reading comprehension worksheet.

Another worksheet to reinforce numbers 1 to 20 using frogs. Start by dictating the color of each number and have the students write the number word. A worksheet to use for logical mathematical competence.

Then, as an extension activity have the stduents cut the cards and glue then in an extra paper in numerical order. They have to write the missing numbers of the sequence.

Be fancy and provide each student with a clipboard, pencil, and the questionnaire worksheet. After the writing all the answers, gather the students in different groups to share their findings and discuss the results. 

Reading comprehension worksheets provide your students to a wide exposure of sentence structures, contributing to language acquisition. Here is the selection. And there are lot more worksheets to plan structured practice for your learners. 

Check the video: 

Worksheets to work on grammar points.

A worksheet can be as simple as completing it or turning it to a booklet and then a speaking or writing activity.

 

Check the speaking part:

I have this kind of worksheet in every unit. I think it is fun to draw the item using the word.My drawings are not the ebst, I guess that your students would do a better job and I would love to see it.

                                       

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Pets Unit Small cards for Elementary ELL

This resource is part of the pets unit for Elementary English Languge learners-Starters.  Newcomer Teacher can find the material great for planning.

  LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

I always have small cards in all the resources because they are easy to carry around and can be used inside or outdoors. Students can use them anytime. These offer a clear support for the lesson plan. They can be used for the presentation of the key vocabulary.

Use these to introduce animal vocabulary.

Introduce the verb to have in interrogative, affirmative and negative answers.

Hand in all the pets unit small cards to the students and ask questions: What do you have?
Student: I have a dog.

Teacher: Do you have a cat?
Student: Yes, I do.

Do you have a fish?
Student: No, I don’t.

Students can describe the pet on the small cards.
Look, I have a mouse!

Have your students develop their self-expression through movement using their body and/or mime as you show the small cards. Check how the students will reproduce animal movements maybe even using the sounds the pets make.
Teacher: Move like a fish!

Display the pet unit small cards and the word strips all mixed up on the board, a volunteer matches the picture to the written word.

Show all the flashcards, both pictures and word cards. Give nine children the words and bring them to the front of the class. Then, hand out the pictures around the class. The children with the pictures do not let the children with the words see their flashcard. The children with the words then have to find which children have the picture that corresponds to it by asking: Do you have a mouse?

Students can do sorting of the small cards on their own. Use the cards to review vocabulary related to the parts of the body of the pets.

Hand in several white boards with the sorting phrases written on each. It can be the size of the ears: big ears and small ears.

 Sort the pets with 2 legs and 4 legs!

Create your own grid for the tic tac toe game. Draw a grid on a piece of cardboard of 9 spaces arranged in 3x3.

Sort the size of the tails: big or small/long or short.

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Pets Unit Flashcards for Elementary ELL

This ELA teacher resource is part of the pets unit for Elementary English Languge learners-Starters.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

Pets Unit Flashcards

Take a look of all the flashcards included in the resource to create an effective lesson plan. Use these to develop linguistic competence to have your students communicate verbally to describe pets.

Use the flashcards to introduce the pets vocabulary and have the stduents understand the names of the animals.

Use the pets unit flashcards to ask yes/ no questions: Is this a dog?
Students: Yes, it is!
Is this a frog?
Students: No, it isn’t.
Use the flashcards to ask about colors: What color is this cat?
Students: It’s orange! (make a color splotch next to the cat)
Have students make sentences: This cat is white.

Let’s count the pets on the board: one, two, three, four, five, six, seven, eight. Eight pets!!
Ask more questions: What’s number three?
Students: it’s a rabbit!

Make a grid on the board. Say a number and letter combination for a student and have that person say what it is.
Teacher: 2C
Student: snake!

Use adjectives to help students describe the pets. Here is an example with a cat labeling to the parts of the body.

Students will talk about possession: Who has a rabbit?
Students: Ann!
Model sentences to express possession: Bob has a fish.

Students will contrast and compare the physical appearance of the pets. Review the parts of body words if you have already taught that unit. You can choose the ears. Model sentences: The brown rabbit has long ears.

By using adjectives, students will express themselves wih more detail.

Contrast the length of the tail. Ask questions: Which pets have short tails?
Students: rabbit, dog, fish, hamster.

Use the flashcards to introduce or review even more body parts: wings, legs, head, body, eyes, whiskers, nose, mouth.
Ask questions: Which animal has wings?
Students: birds!

Introduce how to indicate position using the prepositions of place: in, on.

Place the fish and the fish bowl flashcards on the board. Write the word IN. mimic that the fish goes into the fish bowl, draw the arrow and say the sentence: The fish is IN the fish bowl.

Have the students say a sentence with the dog: The dog is in the dog house.

Do the same with the location word on. Ask questions: Where is the dog?
Students: It’s on the dog bed.

Students will express preference using the adjective favorite.Place the flashcards on the board and ask: What’s your favorite pet? Graph!

Students can use their worksheet to graph the results from the class and write it down.

Play a guessing game with your students. Hold a pet flashcard without showing it to your students. Describe it: This pet doesn’t have wings. It doesn’t have whiskers.  It has four legs. It has a tail.

Students will start guessing. The one that guesses correctly: dog! Will win the card. Continue with more cards.

Next blog post will be on the pet unit small cards. Just follow the blog: https://eflelementaryresources.blogspot.com/